Differences between Dyslexic and Non-Dyslexic Students in the Performance of Spatial and Geographical Thinking

Autor/inn/en	Klonari, Aikaterini; Styliani Passadell, Anthoula
Titel	Differences between Dyslexic and Non-Dyslexic Students in the Performance of Spatial and Geographical Thinking
Quelle	In: Review of International Geographical Education Online, 9 (2019) 2, S.284-303 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2146-0353
Schlagwörter	Dyslexia; Comparative Analysis; Geography Instruction; Foreign Countries; Social Development; Emotional Development; Thinking Skills; Learning Disabilities; Spatial Ability; Student Attitudes; Secondary School Students; Cognitive Processes; Greece + Suchen Sie Ihr Suchwort? Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Geography education; Geography lessons; Geografieunterricht; Ausland; Soziale Entwicklung; Gefühlsbildung; Denkfähigkeit; Learning handicap; Lernbehinderung; Räumliches Vorstellungsvermögen; Schülerverhalten; Sekundarschüler; Cognitive process; Kognitiver Prozess; Griechenland
Abstract	Dyslexia is a specific form of learning disability which comes along with diverse difficulties, both in learning, social and emotional fields. It obstructs the development of the individual at all levels of education. This research investigates students' spatial and geographical thinking and whether there is a differentiation of these abilities between dyslexic and non-dyslexic ones. For this purpose, 50 questionnaires were distributed to 25 dyslexic and 25 non-dyslexic students aged 14 using opportunity sampling from different areas (rural, urban). The questionnaire included spatial thinking exercises like mental rotation, plan views, shapes folding -- unfolding and mental manipulation of shapes and exercises by which geographical thinking is examined, according to the Greek geography curriculum. The results indicated that the non-dyslexic students had better performance than the dyslexic ones in all cases, except one, this of 2D--3D exercise. The most significant difference was in the section of plan views, mental rotation and folding - unfolding, whereas in the shapes mental manipulation, both children's groups faced difficulties. Although the research sample was limited, the results supported our hypothesis that non-dyslexic students would perform better on spatial and geographical thinking assessments. (As Provided).
Anmerkungen	Review of International Geographical Education Online. Eskisehir Osmangazi University, Meselik Campus, Eskisehir City, 26480, Turkey. Tel: +90-222-239-37-50; Tax: +90-222-229-31-24; Web site: http://www.rigeo.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01